RJ04 - Describe the inquiry activity you will use for your informal assessment review. Explain what science practice(s) it will teach and how you plan to assess them.
The inquiry activity that I will use for my informal assessment review is the creation by the students of a model depicting the theory of sea-floor spreading proposed by Harry Hess in the 1960's. The students (in teams of 3-4) will create the working model which will highlight and document the three pieces of evidence that Hess used to support his theory that at mid-ocean ridges molten material rises from the mantle, erupts, and then spreads out, expanding the oceanic crust. The three evidences are new molten material at ridges, alternating magnetic stripes on the the expanding crust, and dating of crust from drilling samples. The completion of the model with their collected data embedded onto the model will provide a visual, three dimensional representation of Hess' geologic theory in action.
This inquiry activity will be linked to the previous investigation and understanding of Alfred Wegener's theory of continental drifting of 1910, where the last observation that the students made about Wegener theory was that although Wegener provide sound compelling evidence for continental drifting, he could not provide an explanation for the process that powered such a monumental movement of continents. The absence of such evidence prevented other scientists to fully accept Wegener's theory at that time..The link that will be made to the students is that Wegener's incomplete theory in 1910 was re-examined in the 1960's by Hess when further data was available, and then eventually established as correct. The students will come to understand that any theory in science should be considered as a work in progress, as the best possible present explanation for observed phenomenon, ready to be built upon, changed or rejected when new data is encountered.
What science practices did you emphasize in this activity? - fogleman Feb 19, 2009
The GSE's and science practices it will teach incude:
National Science Content Standard G
As a result of activities in grades 5-8, all students should develop understanding of
Science as a human endeavor
Nature of science
History of science
Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate. ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by... 3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
Earth and Space Science ESS1(5-8)POC-1 Use geological evidence provided to support the idea that the Earth's crust/lithosphere is composed of plates that move. ESS1 (7-8)-1 Students demonstrate an understanding of processes and change over time within the Earth's system by... 1a) citing evidence and developing a logical argument for plate movement using fossil evidence, layers of sedimentary rock, location of mineral deposits, and shape of the continents.
ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by... 3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
Assessment of the students will be derived from four student outputs.
A team grade for the completion of the model.
An individual grade for the completion of homework centered on explaining the relationship of the two theories.
Inclusion of a question in a quiz after completion of the chapter section.
Inclusion of multiple questions in a chapter exam.
The inquiry activity that I will use for my informal assessment review is the creation by the students of a model depicting the theory of sea-floor spreading proposed by Harry Hess in the 1960's. The students (in teams of 3-4) will create the working model which will highlight and document the three pieces of evidence that Hess used to support his theory that at mid-ocean ridges molten material rises from the mantle, erupts, and then spreads out, expanding the oceanic crust. The three evidences are new molten material at ridges, alternating magnetic stripes on the the expanding crust, and dating of crust from drilling samples. The completion of the model with their collected data embedded onto the model will provide a visual, three dimensional representation of Hess' geologic theory in action.
This inquiry activity will be linked to the previous investigation and understanding of Alfred Wegener's theory of continental drifting of 1910, where the last observation that the students made about Wegener theory was that although Wegener provide sound compelling evidence for continental drifting, he could not provide an explanation for the process that powered such a monumental movement of continents. The absence of such evidence prevented other scientists to fully accept Wegener's theory at that time..The link that will be made to the students is that Wegener's incomplete theory in 1910 was re-examined in the 1960's by Hess when further data was available, and then eventually established as correct. The students will come to understand that any theory in science should be considered as a work in progress, as the best possible present explanation for observed phenomenon, ready to be built upon, changed or rejected when new data is encountered.
What science practices did you emphasize in this activity? -
The GSE's and science practices it will teach incude:
As a result of activities in grades 5-8, all students should develop understanding ofNational Science Content Standard G
- Science as a human endeavor
- Nature of science
- History of science
- Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate.
- Earth and Space Science ESS1(5-8)POC-1 Use geological evidence provided to support the idea that the Earth's crust/lithosphere is composed of plates that move.
- ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by...
Assessment of the students will be derived from four student outputs.ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by...
3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
ESS1 (7-8)-1 Students demonstrate an understanding of processes and change over time within the Earth's system by...
1a) citing evidence and developing a logical argument for plate movement using fossil evidence, layers of sedimentary rock, location of mineral deposits, and shape of the continents.
3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.